Use Of Game Elements On Non Game Contexts On The Purpose Of Making The Object Entertained

“All it took was once class period—Syllabus Day, at that—to convince me that the gamified classroom was an infinitely unique, innovative, and effective alternative to the traditional classroom” said Morgan Ebbs in his article on the “Benefits of Gaming in Academia”. When I saw the two words “Gaming” and “Academia” together I thought surly this must be a mistake or possibly a joke. I stood corrected. Morgan proved me wrong as the class “The Rhetoric of Gaming” proved Morgan wrong. I was utterly shocked when reading this article because It explained, what I thought to be the, impossible. The impossible was using the concept of entertainment as a tool for learning.

Using persuasive writing, Wright begins to influence his audience that game play is a beneficial source of entertainment not a wasteful one. Playing video games increases creatively, self esteem and improve problem solving skills of the players. Video games are becoming test runs that appear or feel close to the real thing. Where you can control everything with added effects like magic or future technology. Games have the potential to exceed almost all other forms of entertainment media. They tell stories, play music, challenge us, allow us to instantly communicate and interact with others. Encourage us to create things, connect us to new communities, and let us play with people across the world. Unlike most other forms of media, games are inherently tangible. According to Wright young children spend their days in imaginary worlds, substituting toys and make believe into the real world that they are just beginning to explore and understand. Wright states that games are the result of imagination and that they consist of rules and goals. Generation of teenagers has grown up with different set of games. Teenagers use the scientific method rather than reading the manual first. Games today maybe a person’s only place to express a high-level of creativity and growth. Older generations have a lot of criticisms for games, the games can help a person learn to think on his or her own.

Everyone enjoys the sweet taste of victory and the feeling of accomplishing a goal, especially in a video game. However, video games are not just about winning. Video games are a good method to enhance our educational experience and create a career pathway for us to take. By creating a video game course within schools around the world, we are able to create a whole new generation and future that incorporates the advanced technology that is constantly improving.

For several decades, video games have been cast aside as detractors of student learning in the classroom. According to the research done by Mifsud, Vella, and Camilleri (2013), there is yet still an abundance of research that needs to be conducted, in order to determine the usefulness of video game application in schools. This research synthesis collects data on several different viewpoints and uses of video games in regards to complementing student engagement and learning. The research of James Gee (2005), hypothesized that good video games use good learning principles, of which there are a several. These learning principles include identity, interaction, production, risk-taking, challenge and consolidation, and system thinking. The specific descriptions of each principle will be dissected throughout this synthesis.

Our lives have become busier and therefore there is less time for complex gaming. Casual game use is on the rise as such games are simple and can be played quickly (“The Rise and Rise of Casual Gaming,” 2008). Jesse Schell (2010) observes games are becoming an extension of our real life, for example, fitness trackers and Wii fit, ‘brain exercising’ apps to ward off dementia, good driver apps that are provided by car insurance companies, point systems for shopping rewards and weight watchers. We can even compete with others in these games using leader boards. In the future there may be reward systems for brushing your teeth or using public transport (Schell,

During Jane McGonagall’s 2010 TED Talk video “Gaming can make a better world”, she states “the average young person today in a country with a strong gamer culture will have spent ten thousand hours gaming by age 21”. Such numbers alone should pique the interest of every educator in our country. Young people today spend the same amount of time learning at school as they spend gaming (TED Talk, 2010). Many people view video games as fun, exciting, and adventurous outlets where they can escape reality and be creative innovators. As educators, we want our classrooms to accomplish similar outcomes. We want learning to be fun, exciting, and adventurous. We want our learners to be creative, critical-thinking innovators who strive to change the world. This brief dissertation will evaluate the influences gamification can have on teaching and learning, the science behind learner motivation and its connection with gamification, analyze how gamifying supports differentiated ways to teach and learn, and discuss how technologies and gamification are being used to enhance teaching and learning.

students’ learning motivation (Proulx etc.). Many modern day U.S. schools use digital game-based learning. This approach, “integrat[es] appropriate learning strategies into a game [to]

Game developers have found a new way to make mundane events exciting. Dubbed "gamification" by author of "Your Life, The Game," this new trend has many advantages. The idea of this is to take an everyday chore or school lesson and make it into a game. Hiwatha Bray, author of "Checking In," and Stephanie Warren Drimmer, author of "Your Life: The Game" agree that this is an amazing idea. However, they have differing opinions on why. "Checking In" focuses on the economic advantages to these games, while "Your Life, The Game" focuses on the personal advantages.

After reading the book, I reached the conclusion that Gee advocates for the inherent ability of good video games to motivate learning pleasurably and yet constructively. Additionally, he belives that games can transform contemporary

Too often the theory emotions focus on the real world, and not on how emotions are elicited through personal forms of entertainment. This is idea is how our emotions can be elicited through the means of fictional/make belief video games. Moreover, how video games cause emotions in the player, though they are perceived as perceptual illusion. Nonetheless, this form of entertainment causes certain emotion, however Gabriele Taylor would argue those emotional responses/feelings are wrong. This is because the player is often entertained through the means of causing violence. Therefore, this essay will first focus on how these emotions are rational (insofar that they are not recalcitrant), and argue that our emotional responses caused from video

Mr. Satoshi Tajiri is a Japanese video game designer well-known as the creator of the multibillion dollar franchise, Pokémon, as well as the founder of video game developer, Gamefreak. In addition, Tajiri worked on several other video game projects that include Mario spin-offs and The Legend of Zelda. In this paper, I will describe Satoshi’s personality based on Henry Murray’s system of needs involving achievement motivation. First, I will describe Murray’s system of needs and emphasize the importance of achievement motivation in detail. Next, I will explain the level that Satoshi’s personality traits align with a need for achievement using his history and his general nature as examples. Then, I will interpret how Tajiri has demonstrated achievement motivation through the success of his work. Finally, I will conclude how Satoshi Tajiri’s high level of achievement motivation affects every aspect of his day-to-day life and how it influences his fans to achieve as well.

The fifteen game elements described in Values at Play in Digital Games constitute a game’s semantic architecture and in life simulating games the player, chooses these elements such as the narrative premise and goals, actions in game, and the context of play. As a result, it is up to the player when they want to leave or finish the game, otherwise it can go on forever. Although, the husband might be able to bring some sense to the wife, this process is much harder for young adolescents, especially if they have poor interpersonal relationships in the real

Certainly, different styles of video games may produce different results. It is important for us to understand the different benefits from the various styles of games. Because students play a wide variety of games, they may have a repertoire of schemas with different information (Pillay 2002).

Children’s engagement in and motivation by video games is commonly observed by parents and teachers. The Joan Ganz Cooney Foundation conducted a survey of 505 in-service United States teachers that use digital games in their K-8 classrooms (Takeuchi & Vaala, 2014). Regarding low performing students seventy percent of the teachers agreed that digital gaming improved motivation and engagement (Takeuchi & Vaala, 2014). The motivation and engagement of games exhibited in both adults and children has been employed by marketing firms to encourage consumers to engage in sustained use of products such as social networking sites, fitness bands, and consumer data collection apps. This method has been coined gamification. The Oxford English Dictionary defines gamification as “the application of typical elements of game playing (e.g., point scoring, competition with others, rules of play) to other areas of activity,

create a unique experience to learning that is built aside existing educational systems. These game mechanics should be enhancers to education, they should not overwhelm and overtake existing systems.